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篇1

為了提高學生聽說能力，小學語文課提供了許多口語訓練的素材和形式。因此，可以充分利用課文的優(yōu)勢，構(gòu)建口語交際模式的閱讀課。經(jīng)過探討，我總結(jié)了以說為主線的模式：預習自說──朗讀仿說──討論互說──總結(jié)評說。

1．預習自說。閱讀總建立在學生對課文預習的基礎(chǔ)上，而預習情況反饋，提供了交流學情空間，拓展新知。應(yīng)讓學生自說預習中讀懂了哪些，還有哪些疑難。

2．朗讀仿說。閱讀課就是教師指導下的讀書課，訓練任何一種語言能力都離不開讀，特別是“對話”可讓學生自選角色朗讀，讀中感悟真情。通過模仿表演反復訓練，自然提高口語表達能力。

3．討論互說。閱讀是一種個性色彩極強的活動，通過對課文感知，學生有了“第一印象”，教師放手讓學生解疑問難，小組討論，交流匯報，學生暢談對課文的理解，創(chuàng)造樂說、會說、能說的氛圍。

4．總結(jié)評說。閱讀教學中對問題探究，課文朗讀，習題訓練等都要指導小結(jié)評說。讓學生在分析、梳理、歸納的思維訓練中培養(yǎng)口語表達的具體性，嚴密性，提高表達的水平。值得注意的是要給足時間，讓學生盡情傾吐內(nèi)心的感受，實現(xiàn)同學間的信息溝通與啟迪。

這一教學模式把閱讀和聽說融為一體，學生說中感知課文，說中感悟課文，讀中積累語言，說中品析課文，真正學會語言。

二、開展活動，創(chuàng)設(shè)口語交際的氛圍

學生在實踐活動中進行動手、觀察、體驗、想象、創(chuàng)新。開展活動，能豐富口語交際的內(nèi)容，掌握口語交際的方法技巧，提高聽、說、交往的能力。

1．引導“玩”中說。學生的自我表述只有在自由自在的空間才得以孕育、誕生。如《踩氣球真有趣》活動課，讓學生在草地圍圈而坐，藍天白云，綠樹草地，鳥鳴蟬叫，孩子們回到大自然的境界里，進入最佳氛圍，學生互相追逐，出現(xiàn)許多不同的有趣場面。這時引導學生自主看說，選擇觀察對象，攝取說的素材；生生互評，師生互評（評語言，評內(nèi)容，評儀態(tài)）。這種自由、和諧、愉快的氛圍成了學生表現(xiàn)自我的最佳“土壤”。

2．引導“做”中說。凡學生自己經(jīng)歷或親手做的事，說起來總是那么繪聲繪色，感情豐富。如《比比誰的手巧》活動課，課前讓學生利用廢棄材料自制小作品，做做說說；課中介紹作品，互相評說；課后開展銷會，產(chǎn)品推銷，創(chuàng)設(shè)交際過程。

3．引導“議”中說。教師根據(jù)訓練要求，設(shè)計話題，讓學生根據(jù)話題，發(fā)表看法。提出見解，如上《我心中的老師》口語交際課，可設(shè)計：①創(chuàng)設(shè)情境，激發(fā)說趣；②老師示范，提出要求；③小組討論，相互介紹；④相互采訪，自由評議。

三、關(guān)注社會，尋找口語交際的源頭

生活是口語訓練的主要源泉。因此，教師要主動幫助學生巧搭“說”的舞臺，創(chuàng)設(shè)富有時代感和濃郁的生活情趣的語境，讓學生在多姿多彩的“舞臺’沖，觀察表達。如開展“愛”的系列口語交際活動可作如下設(shè)計：

系列一：《愛我家庭，從真做起》說話課，以學生孝敬長輩為材料進行同桌互說，匯報評說，培養(yǎng)學生關(guān)心長輩的真情。

系列二：設(shè)計《愛我校園，從小做起》說話課，以學生做好事為材料進行練說，激發(fā)學生愛校的情感。課前開展“我們的校園我們愛”的活動，課中分小組匯報交流自己所見所聞。同時在別人說話中參與評價，最后去采訪做好事的同學。從而使口語交際成為交流心得，增進情感的教育活動。

系列三：開展“愛我環(huán)境，從近做起”調(diào)查活動。讓學生參與社會實踐活動，了解家鄉(xiāng)環(huán)境的污染情況，明確環(huán)保重要性。

課前閱讀有關(guān)環(huán)境知識書報，使學生心有環(huán)境。并按水源、空氣、居民小區(qū)三方面調(diào)查記錄。課中以水源為例，明確說話要求，先說污染，再說危害，最后說想法，同桌互說，鞏固要求。然后分組自由討論“空氣”和“居民小區(qū)”的情況。課后延伸，進行跟蹤調(diào)查，做“環(huán)保小衛(wèi)士”，評選“環(huán)保小衛(wèi)士”。這樣讓學生調(diào)查社會、多角度觀察，學生紛紛把改造家鄉(xiāng)環(huán)境的想法說出來。

四、展開想象，拓展口語交際的視野

篇2

1. 口語交際與識字教學相結(jié)合 “一字開花”，豐富學生詞匯積累。句以詞為基礎(chǔ)，詞以字為單位，要進行聽說訓練，首先學生要有一定的詞匯儲備。一字開花，就是為更好地進行說的訓練打好基礎(chǔ)。如，教“中” 字，先讓學生擴出詞：中國、中央、中間、心中、中心等，然后啟發(fā)學生用這些詞說話。如：“中、中國、我是中國人。我的祖國是中國。中國是一個偉大的國家。心中：我的心中裝著一個小秘密。媽媽的心中最愛的人是我。祖國在我的心中”等。無論學生怎么說，只要他說得有道理，語句通順，都應(yīng)予以肯定。

敘述方法，訓練學生口語表達。識字教學要與發(fā)展思維、發(fā)展語言相結(jié)合。在識字教學過程中，教師要指導學生用已有的知識自學，并有意識地引導學生用語言敘述自己自學的方法和結(jié)果，訓練學生的表達能力。如，學習“告”字：先讓學生自學，用自己喜歡的方式識記；再讓學生交流識字方法，有的學生說“我是用熟字加一部分的方法學習的，告字上面是牛字一豎不露尾，下面加個口”，有的學生說“我是先把上面一部分拆開成一撇和一個土字，下面加個口”，還有的學生說“我覺得我的辦法比他們的還好，我是用編字謎的方法來學習的，謎語是：一口咬掉牛尾巴”。學生在說方法的過程中，相互啟發(fā)、補充，語言能力在無形之中得到了提高。

2. 關(guān)注生活，利用一切機會練習口語交際 語文學習的外延和生活的外延大致相當。生活是口語交際的內(nèi)容，口語交際是生活中必不可少的一種交際工具，豐富多彩的生活給口語交際提供了源頭活水。教師要善于捕捉現(xiàn)實生活中的精彩畫面，創(chuàng)設(shè)口語交際的情境，利用一切機會，對學生進行口語交際訓練。

對話是人們在日常生活中最基本的說話方式，是人們運用口頭語言進行交際的主要形式之一，說話具有即時性。學生在校最多的空余時間就是課間，所以，教師可以引導學生在課間交流中，要求學生對每一個話題的表述都盡量做到說流利、有條理、說準確，并注意選擇恰當?shù)膶υ挿绞剑纬闪己玫挠柧毞諊驼f話習慣，進行對話訓練。久而久之，學生就會在對話中不斷糾正錯誤，提高說話質(zhì)量。優(yōu)秀的電影、電視節(jié)目，學生都非常喜歡觀看，教師可從學生愛看的電影、電視節(jié)目中找到切入口，通過多種形式，進行說話訓練。如《西游記》是人人喜歡看的電視劇，在學生觀看后，我組織他們說說劇中的精彩情節(jié)，訓練學生說話的條理性、準確性；對劇中空白的情節(jié)進行想象說話；有時讓學生轉(zhuǎn)述節(jié)目的主要內(nèi)容；我還組織了一次“《西游記》人物評論會”，學生的說話具有較強的針對性、層次性，收到良好的訓練效果。此外，孩子們感興趣的動畫片、電影，都是學生進行口語訓練的好題材。這樣的說話訓練，學生能在愉快的氣氛中，既回顧了電影、電視節(jié)目的內(nèi)容，豐富了知識儲備，又使學生的口頭表達能力得到了訓練，一舉多得，是可以經(jīng)常性、長期進行訓練的好方式。

3. 創(chuàng)設(shè)和諧氛圍――讓學生大膽交流 融洽的人際關(guān)系、真誠的情感交流、和諧的心理氛圍是保證口語交際順利進行的關(guān)鍵。因此，我們積極倡導人人互愛、人人平等的綠色環(huán)境，積極倡導師生平等、人人平等的學習公平理念，構(gòu)建民主、平等、和諧、理解、雙向的師生關(guān)系，提高教師的親和力。因為，學生只有在感覺到安全的情況下，才會大膽地與他們交流。而讓學生感到心理安全的前提是在與同學、與老師的口語交流中是平等的。因此，教師要充分利用自己的非權(quán)利影響力，以身作則，以平等的姿態(tài)參與口語交際，為學生們口語交際提供樣板，引導學生平等、信任、互助地交際。

篇3

摘    要

近年來，隨著我國改革開放的發(fā)展和我國與國際間的經(jīng)濟、科技、文化交流日益頻繁，人們越來越重視外國文化問題。同時，我們也逐漸認識到了了解外國文化在對外交往中的重要性。在教育領(lǐng)域中，外語教學也漸漸重視對學生交際能力的培養(yǎng)。然而，對許多老師而言，文化教學還是一個較新的概念，從跨文化角度對英語教學進行研究探討在目前還是個新領(lǐng)域。我們必須認識到交際能力的培養(yǎng)是外語教學的主要目標，培養(yǎng)學生跨文化交際的技能是中學外語教學要達到的一個目標。文化教學在中學英語教學中的重要性不可忽視，英語學習者不了解英語國家的文化，就無法獲得交際能力。因此在中學英語口語教學中應(yīng)該目標明確地，循序漸進地，方法得當?shù)貙胛幕虒W，使英語學習者在學習語言和知識的同時受到文化的熏陶，在跨文化交際中游刃有余。

關(guān)鍵詞： 跨文化交際；文化教學；中學英語口語教學

ABSTRACT

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today’s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can’t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.

Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teaching

Contents

1. Introduction 2

2. the concept of intercultural communication 3

2.1 Literature review 3

2.2 Definition of intercultural communication 4

3.A survey based on classroom observations 7

3.1 The analysis of interviews 7

3.2 The analysis of a questionnaire 7

3.2.1 Data analysis on the questionnaire (1) 9

3.2.2 Data analysis on the questionnaire (2) 10

3.2.3 Data analysis on culture curriculum 12

4. Ways of improving cross-cultural communication competence in middle school oral teaching 15

4.1 The necessity of develop cross-cultural communication competence 17

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in chinese middle school 17

4.2.1 Some strategies to learners 17

4.2.2 Some strategies to teachers 19

5. Conclusion 25

Acknowledgements 26

References 27

AppendixⅠ 28

1． Introduction

Language is just like a mirror that reflects its national culture. Sociologists and anthropologists believe that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from speech. Language is the carrier of culture and culture is the content of language20.

   Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world.

    However, as we look back to see the situation in China’s high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of culture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary.

   As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those using English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively[1]24. Misunderstanding caused by cross-cultural communication should break down and much attention should be paid to them in English language t eaching.

   So in middle school ELF oral teaching, teachers must not only improve students’ language level, but also pay attention to cultivating students’ abilities of intercultural communication.

2. The concept of intercultural communication

2.1 Literature review

More and more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.

In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and Canale (1983) summarized communicative competence in the way that it includes four component parts --- grammatical, sociolinguistic, discourse, and strategic. Canale’s conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of communicative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.

In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.

Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of intercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strategy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators’ assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in turn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.

Besides, American applied linguist G. Robinson (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.

Prof. Michael Bryam’s research is also strikingly notable. He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience.

2.2 Definition of intercultural communication

“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.

Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning[2]115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural variance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across cultural boundaries.

Intercultural communication refers to communication between persons who have d ifferent cultural beliefs, values, or ways of behaving.

2.2.1 Cultural and cross-cultural communication

Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out…[12]

If…language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency…

Language itself is defined by culture. Language competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship between target culture and native culture.

2.2.2 Culture teaching and ELF oral teaching in middle school

The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultural competence[2].” It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom.

Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences in the foreign culture which they are learning and take according language behaviors.

3. A survey based on classroom observations

Survey date: 25/02/2009

Survey instrument: interview and questionnaire.

Subjects: students of Ning Bo Chai Qiao middle school.  30 students are interviewed, 98 students (30 interviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.

The objective of this survey is to investigate:

1) Students’ attitudes towards cross-cultural communication in the ELF oral learning

2) Current situation of students’ information input.

3.1 The analysis of interviews

     Thirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:

 (1)  Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening;

 (2)  Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.

 (3)  Five of them think a good command of native language is necessary.

 In order to describe more directly, the results of interviews are put into a table (Table.1).

Table1. Results of the Interview

                               

Positive attitudes  Percentage

Language proficiency learning(reading, writing, speaking and listening) 83.33％ (25/30)

Accumulation of culture 33.33％ (10/30)

Mother tongue proficiency 16.67％ ( 5/30)

    These students’ responses reveal the following information:

    Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to the whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.

    According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the importance and necessity of cross-cultural communicative competence since which are discussed so warmly in present language teachin g world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?

3.2 The analysis of a questionnaire

The English learning questionnaire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning”, and the answers falls into four types:

 1. Strongly Agree (SA)　2. Agree (A)　3. Disagree (D)　4. Strongly Disagree (SD)

 According to the research content, the analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.

3.2.1 Data analysis on the questionnaire (1)

  This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the responds of the interviews and the questionnaire.

3.2.1.1 Data analysis on the questionnaire (1)

Table2. Results of Questions 1-5 in Questionnaire

                                    

 SA A D SD

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning  60.29％  31.65％ 2.04％ 6.02％

2) Reading English novels everyday is necessary  17.35％  69.39％ 13.26％ 0.00％

3) It is important to acquire a good knowledge of native language in the ELF oral learning  44.90％  53.06％ 2.04％ 0.00％

4) The accumulation of language and cross-cultural communication competence are of equal importance   50.00％  48.98％ 1.02％ 0.00％

5) It is necessary to read materials regularly about politics, economy, culture, and so on   39.80％  60.20％ 0.00％ 0.00％

                                              

Questions 1-5 (see appendix) indicate a clear picture of students’ attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communication competence, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39% A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a regularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.

3.2.1.2 Comparison between the interviews and the questionnaire

     With regards to the similarities of the contents examined, it seems necessary to

have a comparison between the responds of the interviews and the questionnaire.

Table3. Comparison between the Interviews and the Questionnaire

Positive attitudes (SA+A) Interview

(open-ended) Questionnaire

(close-ended)

Foreign Language proficiency learning(reading, writing, speaking and listening) 83.88％  91.94％

Accumulation of intercultural communication competence 33.33％ 98.98％

Mother tongue proficiency 16.67％ 97.96％

From the table above, the comparison is very clear that, towards the same research content, interviewees’ responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cross-cultural communication competence and native language proficiency. Compared with open-ended question in the interview, interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accumulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which should be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers’ cultural guidance?

3.2.2 Data analysis on the questionnaire (2)

     This part of questionnaire (table4 in next page) mainly focuses on students’ attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.

1) Integrative motivation

Motivation has been identified as the learners’ orientation with regards to the goal of learning foreign language69. This form of motivation is known as integrative motivation.

.2) Instrumental Motivation

In contrast to integrative motivation is the form of motivation which is known as in strumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language[9]125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.

Table4. Results of Questions 6-9 in Questionnaire

                                      

 SA A    D  SD

6) Your have the interest and passion in the ELF oral learning 14.29％ 61.22％ 21.43％ 3.06％

7) You would prefer to get an English-related job after the graduation 21.43％ 66.33％ 11.22％ 1.02％

8) The present classroom teaching can cultivate your learning abilities and improve your cross-cultural skills  2.04％ 7.14％ 71.43％ 19.39％

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51％ 63.27％ 9.18％ 2.04％

As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.

In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD) of English learners do not think that the  present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of communicative competence to some extent. What’s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.

3.2.3 Data analysis on culture curriculum

It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.

                     Table5. Courses Information

Course Duration Teacherˊs background

Extensive Reading first 4 terms Chinese

 Communication  between cultures the 7th term New Zealander

American literature  the 7th term Chinese

An Outline Introduction to Britain and America  the 7th term Canadian

Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a English-speaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical cross-cultural communication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a comparison of the British and American culture.

From what have been introduced above, it can be seen that although there are four courses and an 28-month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather t han practical cross-cultural communication stimulation such as comparisons or contradictions between the target and native  culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or cross-cultural communication competence.

Through comparisons between the interview and the questionnaire, it can be seen that students hold positive attitudes on develop the competence of intercultural communication, but for some reasons, not so many have already obtained conscious cross-cultural awareness. Through further analysis of curriculum on cultural teaching, it reveals that present cultural teaching in ELF oral teaching shows the weakness in practical, sufficient and conscious cultural input to help build up language learner’s cross-cultural awareness. Moreover, the current teaching is also expected to be more communicative and interactive. Thus, following on are the possible ways to promote the competence of intercultural communication,

4.1 The necessity of develop cross-cultural communication competence

Firstly, it is vital for language teachers to help language learners develop their cross-cultural communication competence. If the final purpose of intercultural communication competence cultivation is to help students to acquire cross-cultural communication competence, then what cross-cultural communication competence is? According to Kramsch’s opinion, cross-cultural awareness is not really a skill, but a collection of skills and attitudes known as a competence[12].

Secondly, it is necessary to make clear what cross-cultural awareness skills students are supposed to acquire. It has been suggested that cross-cultural awareness consists of having four different perspectives on communication with a different culture. Cross-cultural competent students should be able to:

----look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture)

----Be aware of how their culture is seen from outside, by other countries or cultures

----understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture)

----Be aware of how they see the target culture

4.1.1 The request of the development of Internationalization

Lin Dajin in the “cross-cultural communication study, ” pointed out that culture can be defined as “ the integrated feature that a nation is distinct from another nation. ” Cultural differences are the barriers of cross-cultural communication. The modernization process accelerated the circulation of spiritual and material products, and brought all nationalities into a common “global village”, cross-cultural communication became an integral part of national life. If people do not understand the cultural convention in the USA or Britain, and use the way of China to treat foreigners, then it will create a lot of jokes, and even hurt each other's feelings, self-esteem and cause misunderstanding. Thus, to overcome the cultural differences caused by communication barriers has become a common problem faced by the entire world.

4.1.2 It is imperative to understand the cultural background knowledge

Understanding cultural knowledge is the key to language learning. “One can not really learn the language, and teach language well unless one knows the patterns and norms of culture and cultural background[14]224. ” Without a specific cultural background, language is non-existent. If we don’t know the culture of target language, we would find it is difficult to understand the meaning of certain words. For example, “Thanksgiving”, “Sandwich” has been brought about in a specific social and historical circumstance, it is not enough merely to know the meaning of the surface of these words. Another example is: “You are, indeed, a lucky dog”, the literal translation is “you are a lucky dog. ” This is a satiric sentence in China, because, in Chinese views, “dog” is an expression when people used to refer generally to dislike someone. While in English, it can mean, “You are a lucky man. ” In Western society, “dog” is a family member, and they are harmonious coexisting with people “Dog” here refers to people instead of satirizing others, but a very intimate expression.

4.1.3 Cultural knowledge teaching is the objective of language teaching

The main objective of language teaching is to train and develop students’ interpersonal skills. And cultural knowledge teaching can increase the ability of cross-cultural communication, which is the important content to achieve goals of language teaching. For example, in American society, praise and compliments language that flatter mainly a personal appearance, new things, personal property, and individuals in a ce rtain area are commonly used as the introduction to a conversation. This is different from Chinese. Thus, different nations have different cultural environments, different living habits and different languages behavior expressions. And as a language learner, if not ideologically “physically entering their social linguistic environment” will be difficult to achieve the goal of language learning，not to say that language teaching objectives will be accomplished.

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in Chinese middle school

After the survey research and data analysis, now we have a clear idea of the common reasons that triggered the weakness of the cross-cultural communication in middle school ELF oral teaching. However, we do not have a clarity solution about this situations. Therefore, some strategies were listed here to help learners with their language learning.

4.2.1 Some strategies to learners

4.2.1.1Raising culture awareness

Culture awareness is the term we have used to describe sensitivity to the impact of culturally---induced behavior on language use and communication. It including two qualities: one is awareness of one’s own culture, the other is awareness of the culture[7]15.

      Unfortunately, in China, cross-cultural communication errors can be found from time to time. In the ELF oral learning, culture factor needs to be taken seriously. To cultivate students’ intercultural communication we need first to arouse their cultural awareness. Because of different cultural background, life experience, profession, sex, education, even age, character, people may have different modes of interaction. People learn to think, feel, behave and strive for what their culture considers proper. These means there might not be the same as what is intended by the speaker. If we are aware of this, we can avoid ethnocentricity, and can have better communication with people all over the world.

      Speakers of a foreign language often have the experience of making careless mistakes which may cause get angry, may be embarrassing and may arouse hostility from native speaker. Often such mistakes occur even though the application of the linguistic rules of grammar, vocabulary or pronunciation is correct. These mistakes are culture errors but occur because of not knowing or choosing the appropriate style, and manner to use for effective communication.

4.2.1.2 The development of sensitiveness to culture differences

   There are four stages in the development of the sensitiveness to culture differences. The first, one can make out the obvious, superficial culture characteristics. In other word, he will find them interesting and exotic. The second, one can judge the delicate meaningful cultural characteristics that are quite different from his own. Usually he will feel them incredible or hard to accept .The third, one can accept the cultural characteristics after rational analysis. The fourth, one can be in the other peoples’ shoes and appreciate the cultural characteristics. In other words, the first three stage can be understood, and the fourth empathy.

4.2.1.3 The development of empathy

  In order to communication effectively, you need a deep degree of empathy, that is to be able to understand the other person’s affective and cognitive states. Empathy differs from sympathy in that it does not include pity or approval. And focuses on the feelings of others, not our own[12]114. Empathy involves relativism and flexibility, which knowledge alone cannot consist. Teachers can create good classroom environment where students tolerate and appreciate different norms by bringing up students’ empathy. In China, we always emphasize collectivism instead of individualism. But in English class, we advocate differences, to encourage students to understand each other.

     To facilitate empathy, we can take these measures:

(1) Subjects like history, anthropology, and sociology should be introduced into

the curriculum. Through these subjects, the students can not only acquaint themselves with the examples of foreign culture, but also master some concepts and principles concerning with culture.

(2) The students should be encouraged to read broadly in Chinese middle

school, both fiction non-fiction, literal or philosophical. Including proverbs, broad reading can be a student better understand and communicate with other cultures. Only through broad reading can he know the taboos, values, beliefs and religion of another culture, only through broad reading can be truly come to realize why privacy is so important and that individualism is so cherished.

(3) The students should he sent abroad for further study if possible. Thus they

can live with the natives for some time, no chance is better than the close contact. They can enjoy the new culture. By enhancing ICC, the intercultural communication of the learners can be carried out tactfully, acco rding to different context.

4.2.2 Some strategies to teachers

Language teachers are supposed to exert instructional strategies to help language learners promote their cross-cultural communication competence, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture.Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words. Just as what we mentioned above, we have been aware of the importance of learning some cultural knowledge about the target language. It seems impossible and unnecessary for us to have a systematic study of target culture, which covers almost everything, in one’s whole lifetime. The difficulty shows that culture is ubiquitous, multidimensional and complex. A good solution to this problem might be to learn selectively those cultural factors that have great influence on intercultural communication, and that are closely related to the language. So on culture teaching we should follow these principles :( 1) interrelated. that is culture teaching must be interrelated with the content of the text. (2) Appropriate, that is culture teaching must be subjected to language teaching. (3) Practical, that is culture teaching must try to be “useful” for students in their communication. (4) Scientific, that is culture knowledge must be taught correctly, completely and objectively. (5) Flexible, that is culture teaching must be flexible according to the change of the world.

    We must obey these five principles if we want to cultivate students’ abilities of cross-cultural communication. What we should teach in ELF classes is simply a foreign way of life related to the target language and teachers should avoid bringing their own cultural prejudice into class. The world is changing, so are the traditions and customs. The constant changes require us to improve our skills of intercultural communication by doing two things: understanding the cultural differences, especially the differences in the deep structure of different cultures, and becoming flexible in intercultural communication. There is a great tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption.

 

4.2.2.1 Make full use of developing the interest of the competence of intercultural communication in the ELF oral learning in Chinese middle school

  Intercultural communication is a big issue, which is not easy for both teachers and students to understand and realize. For successful cultural teaching, we suggest doing the following:

(1) Teach culture differences. Teachers should directly address the similarities and peculiarities between the source culture and the target culture. This can be done through the comparison of the two cultures.

(2) Provide opportunities for students to use the language in situational conversations. While introducing the students play a real-life role and practice their everyday language use according to the varied situation.

(3) Induce students to read literal works, which are vivid and abundant material to understand the character, the psychological state, culture characteristics, convention, and social relationships. Reading newspaper is also the direct path.

(4) Be aware of your students development level, when selecting themes or concepts to present. At first, learning activities should be clear and specific in lower levels, gradually, becoming more complex than the level of the student increases. There are a variety of children’s fiction which presents concepts like similarities, differences and prejudice which can be used at lower levels. At upper levels fiction and biographies can be used to present the more complicated ideas. Try to connect the unfamiliar with the familiar, the known with the unknown.

(5) Use plenty of ways in both general learning tasks and in language learning tasks.

(6) Use varied methods to check the understanding level of the students.

(7) Be enthusiastic. As a teacher you need to be aware of the value of learning a second language in terms of its contribution to developing cultural aware and a range of other cognitive and vocational benefits. Your attitude will influence the attitudes of the child ren in the class and their parents.

    Beside, Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words.

    For example, we once tried to spend Christmas and Hallowmas with all foreign teachers together in our school .The students were very interested and active in the activities， and such experiences can have impressed them strongly and forever.

Teachers should encourage students to communicate with foreign teachers and some other foreigners in and out of school. Students and foreign teachers can have classes, play games and take part in many kinds of activities together. Communicating with foreigners can provide students with the real cultural context in which English is used actually and stimulate students to learn English well including knowing about foreign culture.

As the success of many activities depends on good organization and on the students knowing exactly what they are to do. A teacher is thus mainly an organizer, whose work is different from administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Since teachers are key roles during culture teaching, they must play a positive role in helping the students to develop intercultural communicative competence and increase the students’ chances to succeeding in both language learning. It is not an expendable skill tacked on to the teaching of speaking, listening, writing and reading. It is always in some background. Lack of intercultural competence will limit the students’ ability to make sense of the world around them, and lead to failure in using English for communication across-culture.

4.2.2.2 Make full use of pictures, films, TV, computers and other audio-visual aids to make the teaching lively and interesting. Explore to the full the opportunities for students with the target culture information.

(1) Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves “finding a job”, English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

    A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

     Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom. 

     (2) Classroom presentation

     At the beginning of each lesson, teachers can hold a “cultural corner” sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.

     (3) Photo display

     Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.

     (4) Song appreciation

     The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like “Love is blue.”(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences.

     (5) Foreign festivals on the campus

    This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness.

    (6) Using authentic materials

      Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.

 Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an ELF setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”.

5. Conclusion

Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.

     In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom ELF oral teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level. In intercultural communication settings, Chinese learners in culture instruction should keep an open mind: we should try to avoid the prejudiced culture stereotypes over the other cultures and our own. Especially, we should put higher focus on the learning of our own Chinese culture. Another key point is becoming awareness of our own culture bottom lines. We must learn what our own culture line is ― the values where we are can negotiate, but we cannot compromise. We can allow others to be different, and respect their differences as they respect ours.

     Though the culture teaching is a very complicated and difficult part to deal with, the educators and teachers involved in language education should make great efforts to carry out this part thoroughly. This determines much whether the effective cross-cultural communication can be preceded smoothly between China and the world.

Acknowledgements

My initial thanks go to my supervisor Meng Dong, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Han Xiaoya, Shen Yin and many others.

And I also appreciate Li Neng, who offer me great help during the time I was in the practice in Ning Bo Chai Qiao middle school. Without her help, I could not finish my survey in this paper.

The remaining weakness and possible errors of the dissertation are entirely my own.

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[18] 吳麗芳. 新形式下的英語教育與培養(yǎng)跨文化交際能力[J].  河北青年管理干部學院學報 2005,3  P111

[19] 王亞平. 英語教學中文化導入的內(nèi)容與方法[J]. 中國科技信息 2005,14  P257

AppendixⅠ

*Questionnaire:

 Strongly Agree Agree Disagree Strongly Disagree

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning    

2) Reading English novels everyday is necessary    

3) It is important to acquire a good knowledge of native language in foreign language learning     

4) The accumulation of language and cross-cultural competence are of equal importance    

5) It is necessary to read materials regularly about politics, economy, culture, and so on    

6) You have the interest and passion in the ELF oral learning    

7) You would prefer to get an English-related job after graduation    

8) The present classroom teaching can cultivate your learning ability and improve your cross-cultural skills     

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on.    

誠 信 承 諾

我謹在此承諾：本人所寫的畢業(yè)論文《論中學英語口語教學中跨文化交際能力的培養(yǎng)》均系本人獨立完成，沒有抄襲行為，凡涉及其他作者的觀點和材料，均作了注釋，若有不實，后果由本人承擔。

 

                承諾人（簽名）：      

篇4

論文摘要：有心智，有靈性，創(chuàng)造性地利用文本內(nèi)容，挖掘出多姿多彩的口語交際教學資源，培養(yǎng)學生的口語交際能力，我做了如下的嘗試：（一）創(chuàng)設(shè)交際情境，讓學生自然交際；（二）指導方法，讓學生學會交際。

新的小學語文教學大綱不再單提聽話、說話，而是綜合起來提“口語交際”?？谡Z交際屬于言語交際范疇，言語交際是人們在日常生活、學習和工作中以語言為工具所進行的一種交流信息和思想感情的活動，信息交流形式有聽說（口語）、讀寫（書面語）兩大類?？谡Z交際是人們運用口頭語言進行交談、演講、辯論等的一種言語交際活動，具備直接、簡便、迅速的特點，使用最多最廣，是最基本的語言信息交流手段。

口語交際，這過去甚至現(xiàn)在仍經(jīng)常被忽視的教學部分，為什么老師會疏于對它的重視，我想并不是老師們不重視，不知道口語交際能力的培養(yǎng)對于學生來講的重要意義，同行們在教學中也教學這部分，只苦于對口語交際課如何上，或如何讓學生真正學到交際的本領(lǐng)而困惑，所以實施口語交際的教學過程中，如何引導學生學到交際的本領(lǐng)，如何讓學生真正實現(xiàn)交際，變得尤為重要。那么，如何有心智，有靈性，創(chuàng)造性地利用文本內(nèi)容，挖掘出多姿多彩的口語交際教學資源，培養(yǎng)學生的口語交際能力呢？在新語文課程標準啟示下，我做了如下的嘗試：

（一）創(chuàng)設(shè)交際情境，讓學生自然交際

一、由圖導說，激發(fā)學生的想像。

都說圖畫是鼓勵學生說話的“興奮劑“，圖畫是展開形象的重要手段，現(xiàn)今的教材中配有形象生動的圖畫，圖畫實際是把課文內(nèi)容形象化，易于兒童接受，這樣能喚起學生觀察思考、說話的興趣。我充分利用插圖，由圖導說，幫助學生理解課文內(nèi)容，訓練學生口語交際的能力。

如教《夏夜多美》這課時，我用課件出示文中的第一幅插圖，引導學生觀察圖中小螞蟻和睡蓮的表情、動作，想想他們可能在說什么？同學們看著生動的畫面，紛紛舉手說：小螞蟻快滑進水里了，揮著手向睡蓮求救！另一個同學補充說：睡蓮伸出雙手，笑著說，不用怕，我來幫你。你看，形象的畫面讓他們看得多真，還會說：“滑、揮、伸?！笨吹枚嘧屑殻f得多準確呀！小朋友就不難理解夏夜的“美”了。又如《李時珍》（六冊）課文配有一幅插圖，畫的是李時珍手拿一棵草藥向爺孫倆請教。上課時，可以出示插圖讓學生觀察，引導學生思考：李時珍怎樣詢問老爺爺?老爺爺又怎樣介紹那棵草藥的?旁邊的小女孩又說什么?先引導學生借助插圖進行合理想象，然后讓學生分角色對話表演，再現(xiàn)畫境，訓練學生口語，從而深刻體會李時珍嚴謹?shù)目茖W態(tài)度和不怕艱辛的精神。

學生的思維一旦被激活，就能點燃創(chuàng)新的火花，出現(xiàn)意想不到的精彩。這種教學設(shè)計大大激發(fā)了學生的思維和想像能力，有效地進行口語交際訓練。

二、從文導演，激發(fā)學生的興趣。

教學中，根據(jù)課本的特點，創(chuàng)設(shè)情境，安排適量的表演，為學生構(gòu)建一個交際舞臺，這樣既有助于加深對課文的理解，又有益于學生口語交際能力的提高。要充分利用學生的各種感官去觸摸、品味、體驗文中的角色，用全部身心展示自己對角色的心理、情感等的體驗和理解，教師能參與學生的活動，師會成為學生更想活動的催化劑，蘇霍姆林斯基說：“兒童是用表象、色彩、聲音來思維的?！睂τ腥さ那楣?jié)、人物，學生們有很大的興趣，教師的參與更讓他們有了動力，在師生共演中，進入情境，實現(xiàn)交際能力的訓練。努力通過表演，交際的交互由生生之間到師生之間，由師生之間再到生本之間不斷地轉(zhuǎn)化，構(gòu)建了一個多維度的口語交際平臺，從文導演，提升學生的口語交際能力。無聲的文本語言演繹為有聲有色的生活話劇。

如：我在教《丑小鴨》這篇課文時，先引導學生找出各種動物角色，它們的動作和語言，進行感情朗讀后，請幾個同學分角色表演。小演員們戴著各種動物的頭飾把動物的性格特點、動作、語言、神態(tài)維妙維肖地表演出來。表演完了，其他同學還紛紛爭著扮演故事里的角色，這樣課堂氣氛達到了。通過表演，交際的交互由生生之間到師生之間，由師生之間再到生本之間不斷地轉(zhuǎn)化，構(gòu)建了一個多維度的口語交際平臺，從文導演，提升學生的口語交際能力。 轉(zhuǎn)貼于

三、學文仿說，培養(yǎng)學生創(chuàng)造力。

學生善于仿寫，教師千萬不要限制學生的創(chuàng)造力，學完課文后應(yīng)讓他們結(jié)合自己的生活實踐及所獲取的信息，仿照課文的形式仿寫，在仿寫的過程中穿插聽中評和聽后評，對精彩的語句及時鼓勵、表揚，使其品嘗到成功的喜悅，獲得滿足感，增強口語交際的自信心和勇氣。如《我愛故鄉(xiāng)的楊梅》課文，作者按整體到部分，由表及里的順序來敘述楊梅果的可愛，抓住楊梅果的形狀、顏色、味道的特點來寫。學習這一課，可組織舉行“水果展銷會”，讓學生運用課文按一定順序抓特點寫的方法來介紹家鄉(xiāng)的一種水果，并且鼓勵學生大膽發(fā)揮，只要能吸引客商，你想怎樣介紹就怎樣介紹。這種教學在原有文本內(nèi)容的基礎(chǔ)上，拓寬教材內(nèi)容，創(chuàng)設(shè)情境，學生學文仿說，既培養(yǎng)了學生的口語交際能力，又使學生的想像得到進一步的提升。

（二）指導方法，讓學生學會交際

新課標對培養(yǎng)學生的語文素養(yǎng)中要求：學生應(yīng)初步掌握學習語文的基本方法。情景的創(chuàng)設(shè)為交際做好了前期準備，下一步，老師的任務(wù)還應(yīng)教給學生交際的方法。

1、有序觀察，按序交際

學會觀察，特別是學會有序觀察是學生順利交際的一個基本方法，例如，教學一年級下冊語文園地八《我會講》時，教學時，我先讓學生觀察每幅圖，看懂每幅圖，通過看第四幅圖，讓學生想猴子們用什么辦法撈回了球，小組互評，誰的辦法好。讓學生養(yǎng)成有序觀察，認真思考，按序交際的好習慣。

2、認真傾聽，靈動交際

傾聽是學生順利進行交際的良好的習慣，培養(yǎng)學生交際能力時，應(yīng)不忘引導學生聽別人說話要認真、專注，聽清楚別人表達的意思，以便能對別人的話做出及時反應(yīng)，靈動交際。

3、清楚表達，出色交際

在教學過程中，我們老師應(yīng)盡量讓學生形成輕松、自由的交際心理，讓他們多點時間，盡可能多的表達在訓練中有技巧地處理學生的不足和錯誤，讓他們形成清楚表達的能力，養(yǎng)成清楚表達的好習慣，在一次一次的交際訓練中出色交際，在交際中獲得成就感，更樂于交際。

對口語交際課的繼續(xù)研討是必要的，口語交際課的模式應(yīng)是有效的，交際能力的訓練應(yīng)是長效的，應(yīng)貫穿于整個語文教學，應(yīng)滲透學生的課內(nèi)、課外、校內(nèi)、校外的生活環(huán)節(jié)，經(jīng)過“細水長流”的口語交際訓練，通過“潤物細無聲”的生活交際能力鍛煉，新一代的公民必將具備能說會道、能言善辯，有如“滔滔江水”的口語交際能力，適應(yīng)瞬息萬變的時代需求。

參考文獻

1、《小學語文課程標準》，國家教育部制訂；

篇5

（一）現(xiàn)狀：有關(guān)統(tǒng)計顯示，農(nóng)村的學生在數(shù)理化方面比城市學生成績高，而語言表達、口語交際能力普遍比城市學生弱，農(nóng)村學生普遍不善于用口語與他人溝通思想、交流情感，如無話可說，有話不敢說，不知道什么場合用什么樣的語言得體等。分析當前小學口語教學和小學生口語交際存在的障礙，我認大致可以分為以下幾種情況：

1、不會說：這種情況多出于學習較差的學生，他們思維較慢，注意力容易轉(zhuǎn)移，且在課堂上“問題”少，語言能力得不到鍛煉和提高，在一定程度上阻礙了思維能力的發(fā)展。

2、不敢說：因為緊張的心理或因為保守的心理而不善于表達自己，對自己缺乏自信.一部分學生在回答教師提出的問題時，會表現(xiàn)出緊張、拘束的情緒，怕答得不好被人笑話，因而常常沉默是金。

（二）反思：

1、教師輕視 口語交際課既無識字任務(wù)，也無閱讀任務(wù)，讓學生隨便說說，沒必要設(shè)專門的課進行訓練。再加上缺乏必要的口語教學策略、方法和評價手段，小學生口語交際能力培養(yǎng)仍未得到應(yīng)有的重視。

2、家長漠視 在家長的眼里，只有學生的分數(shù)，學生會不會說，敢不敢說，一點兒不重要，他們能為學生做的就是穿暖吃飽。

3、學生無視 由于農(nóng)村小學生生活圈子窄，見識少，性格、心理素質(zhì)又千差萬別，在他們的心里，語文成績好就是寫好字，背好課文，認真完成書面作業(yè)，考試考高分，他們無視于口語交際，對于口語交際這一塊如同一張白紙。

（三）依據(jù)：《語文課程標準》明確指出：“使學生具有口語交際的基本能力，在各種交際活動中，學會傾聽、表達與交流，初步學會文明地進行人際溝通和社會交往，發(fā)展合作精神?！薄墩n標》中的1―2年級學生口語交際能力培養(yǎng)的階段目標中有一點強調(diào)：“讓學生有表達的自信，積極參加討論，對感興趣的話題發(fā)表自己的意見?？谡Z交際能力的培養(yǎng)，有利于增強學生之間的交往，消除學生交際時的羞怯心理。使學生無論在社會的大環(huán)境中或者班級的小環(huán)境中，都能達到敢說，大大方方地說。

二、課題研究的設(shè)計

（一）課題的確立：針對在農(nóng)村低年級口語交際教學中，學生們?nèi)狈ψ孕胚@一現(xiàn)狀，特確定本次的研究課題為《在小學低年級口語交際中培養(yǎng)學生自信》，這一課題的研究，正是適應(yīng)時代，在教育改革的大背景中產(chǎn)生探討如何在活動與實踐中、在怎樣的活動與實踐中培養(yǎng)與提高小學生的口語交際能力，增強他們的自信心，讓他們想說，敢說。

（二）研究的目標內(nèi)容：在《全日制語文課程標準》的指導下，我們的研究課題《在小學低年級口語交際中培養(yǎng)學生自信》主要有三個方面內(nèi)容：

1、從小學兒童心理年齡特征看小學生口語交際能力的培養(yǎng)，在交際過程中培養(yǎng)學生的自信。

2、閱讀能力、思維水平的提高與培養(yǎng)小學生口語交際能力之間的關(guān)系。

3、小學生口語交際能力培養(yǎng)的活動化、實踐化研究。

（三）研究的方法和對象：

1、研究方法；本課題擬采用文獻法、行動研究法、調(diào)查法、實驗法、個案研究法、經(jīng)驗總結(jié)法等多種方法進行綜合性研究，開展調(diào)查，進行現(xiàn)狀分析，對調(diào)查情況分類對比，積累材料，擬進行為期一年的實驗研究，進行具體操作。

2、研究對象；2014屆一班全體學生

3、研究時間；009年月12月――――2010年12 月

三、課題研究的措施和成果

（一） 對口語交際能力中培養(yǎng)自信的認識

1、“口語交際能力”是指運用口頭語言借助聽與說的技巧與他人進行交往、交談，從而建立起一定的人際關(guān)系的能力。主要包括聽的能力、思維理解的能力和表達能力。

2、自信，是個人對自己所做各種準備的感性評估。自信能促進成功，相信自己行，是一種信念，是人對自身力量的一種確信，深信自己一定能做成某件事，實現(xiàn)所追求的目標。 那么，要在小學低年級口語教學中培養(yǎng)學生的自信，就要著眼于培養(yǎng)小學生樂于傾聽、善于表達的能力，并能克服與人交談時的心理障礙，消除膽怯的心理，能大大方方，胸有成竹地進行口語交際，讓他們有話想說，有話敢說。

（二）在口語交際中培養(yǎng)學生的自信遵循的原則：

1、雙向互動性原則：口語交際訓練，讓學生在動態(tài)的雙向或多向活動中完成口語交際訓練，從而增強口語表述能力、交往能力、分析、歸納、評價的思維能力，形成口語交際能力。

2、靈活應(yīng)變性原則：必須密切地關(guān)注對方的言語所表達的意思，作出靈活的分析、判斷，從而拿出相應(yīng)的對策。

3、生活實踐性原則：口語交際訓練應(yīng)表現(xiàn)出生活實踐性特點，讓學生在訓練過程中，有現(xiàn)實生活實踐的體驗，以此積累交際經(jīng)驗，在口語交際中培養(yǎng)學生自信。

（三）探索在口語交際中增強學生自信心的有效途徑

1、營造和諧氛圍

口語交際能力的培養(yǎng)要從興趣、情感的激活入手，掃除心理障礙 ，培養(yǎng)學生的表現(xiàn)欲，讓學生敢于、樂于與人交際。 因此，一方面，課堂上要建立平等、民主、和諧的師生關(guān)系，創(chuàng)設(shè)寬松、自由、信任的交際氛圍，尊重學生的表達方式 ，多些表揚，少些批評 ，保護好學生的自尊心和自信心 。另一方面 ，要多以獎勵的形式強化學生的成功體驗。

2、利用常規(guī)語文課堂，進行口語交際訓練：在語文教學中，依據(jù)小學生認知的特點，利用教材優(yōu)勢，抓住課堂這一陣地，面向全體學生設(shè)計多種形式的訓練方法。口語交際能力的訓練，不能孤立地進行，它要與字、詞、句、段、篇的教學相結(jié)合，并貫穿于語文教學的全過程。

3、家校配合，培養(yǎng)自信心：家長是孩子的第一任老師，孩子上學前知識積累和能力的形成，是家長辛勤勞動的成果。上學后，孩子一半的時間在學校，一半的時間在家庭。家長對學生口語交際能力的培養(yǎng)重視與否，參與與否對學生影響極大。我們根據(jù)學生實際經(jīng)常布置一些口語家庭作業(yè)。比如匯報當天的學習情況，把每天在學校、班級、路上、書上、電視、網(wǎng)絡(luò)所看到的、聽到的最感興趣的事，告訴爸爸媽媽。這樣既增進了孩子與父母之間的溝通交流，又鍛煉了學生的口語交際能力。

四、研究的效果

（一）學生口語交際的信心明顯增強：2010年10月中旬，我們在三年級進行了“成立小劇團搞課本劇表演”的報名工作，主要是為了測試學生自我表現(xiàn)的信心。評定分為三級：A、不想?yún)⒓?。B、想?yún)⒓?，但怕不會表演。C、想?yún)⒓?，而且相信自己一定表演得很出色。統(tǒng)計結(jié)果如下：

（二）學生口語交際的能力明顯提高：在開展本課題研究的一年時間中，學生交際意識、交際興趣增強，交往能力明顯提高。

（三）家長觀念得到改變，對口語交際更加重視。對此我們設(shè)計了調(diào)查表：家長反饋表

（四）教師科研能力的提高：在一年的研究實踐中，我非常明顯的感受到自身口語交際能力的提高，對課題研究的了解越來越深入，撰寫材料、論文的水平越來越高，同時，科研意志在實踐的過程中得到鍛煉。撰寫的論文有3篇分別在省、市、縣獲獎。其中其中《在農(nóng)村小學語文口語教學中培養(yǎng)學生膽量初探》在四川省優(yōu)秀教育教學科研成果評獎活動中獲一等獎。

五、研究中的問題和思考

在課題研究中，我們深切地體會到還有如下幾個問題與大家共同探討：

1、培養(yǎng)學生口語交際能力的研究并不單純是語文教學的問題，它也涉及到其他學科，目前本課題的研究還僅停留在語文教學的經(jīng)驗操作階段，尚不能形成完整的研究體系。

篇6

一、抓情景教學，促口語環(huán)境快速生成?？谡Z交際就是日常生活交際，而童年是學習口語交際的最佳時期，在教學中我注重選話題、創(chuàng)情景，力爭教學簡單學習有效。如在教學《我應(yīng)該感到自豪才對》時，學生起來扮演朗讀小駱駝的話前，老師（我）問他“請問你現(xiàn)在是誰？”學生不假思索地說：“我是晟樹（學生名）啊。”“再想想，你現(xiàn)在到底是誰？”學生想了想，恍然大悟地說：“我是小駱駝（文中角色）?！苯處熑绱俗匀欢坏匕褜W生帶入學習情景當中，使學生眨眼之間就實現(xiàn)了角色的轉(zhuǎn)換，入情入境的朗讀課文。通過創(chuàng)設(shè)節(jié)日、生活等片斷情景，說的氛圍快速建立，教師利用課堂的有限時間激勵學生練說，效果頗佳。

二、重擇入時機，激活快樂情趣。朱自清先生說過“人生不外言動，除了動就只有言。”學生有了說的沖動就必須進行互動交流。抓住獨說激活交流互說，從獨立思維發(fā)展到碰撞思維，從無心交流到心靈交流的發(fā)展。抓住典例激發(fā)學生練、思、說（或?qū)懀?，拓展了學生說的學習空間。一次語文課上，天空突然烏云密布，一會兒就雷鳴閃電下起了大雨，學生的思緒立即被吸引過去，哪還有心思學習。我一轉(zhuǎn)念，讓學生離開座位到走廊去，對著景致看雨說雨，在親近自然中大家談?wù)撚甑男螒B(tài)、雨的色彩，想象雨的功勞，被雨水漂打的快樂……。教師選擇有利時機，口語交際教學不乏“語文的味道”和“語文的樂趣”，能讓學生百學不厭。

三、活用變式法，聽說讀議融一體?！安捎米兪浇虒W法”精心選擇交際話題，融聽說讀議于其中，豐富教學方式，讓學生有話可說，有話想說，有話能說。在教學中我堅持嘗試口語交際常規(guī)化、交流形式多樣化。每周一次的看圖說話、每月一次的課本劇表演，讓每位學生都參與的諸如講故事、朗誦作品、介紹資料、辯論會、小組民主評議會等。例如，我曾在六年級班舉辦了一次別開生面的口語交際的系列教育活動：以“夸夸我的孩子”為主題舉辦畢業(yè)班學生家長會，讓家長們在會上都來夸自己的孩子，同時進行了現(xiàn)場錄音。有些家長夸到感動之處，流下情感眼淚，突然間感到了孩子也有那么多優(yōu)點，孩子在長大。會后我給學生播放了家長的錄音，讓每一個孩子仔仔細細聽，然后談感受并互相交流；還讓每位學生自己命題寫文章，重新認識了自己的父母、感恩父母，活動既收到良好的思想教育效果，又鍛煉了學生口語能力。利用活動展開教學，實施“以說促寫、以看促寫、以議促寫”的教學思路，多渠道培養(yǎng)了學生口表交往技能。

篇7

關(guān)鍵詞：口語 交際性 口語交際教學 啟示

口語，顧名思義即口頭語言，是語言的一種表現(xiàn)形式，與書面語言相對應(yīng)存在?？谡Z無論在古代還是在現(xiàn)代都具有十分重要的作用，它和人們的生活與工作息息相關(guān)。隨著社會的不斷發(fā)展進步，人與人之間的聯(lián)系越來越緊密，所以人與人之間的交流變得越來越重要，良好的表達交流能力也顯得格外重要，正確、得體的口語表達像是人們之間的劑，使我們的學習和生活處在一種和諧、融洽的氛圍里?？谡Z交際能力也就成為了作為一名社會的人的必備素質(zhì)?？谡Z是人類最重要的交際工具，而書面語只是人類重要的輔交際工具。在沒有文字的情況下，口語表達是能夠存在的，反過來，書面語不可能離開口語而存在，“一切言語都植根于口語之中?！盵1]（P4）

口語與書面語相比有許多不同點，例如書面語是手寫、眼看的語言，口語則是口說、耳聽的語言。書面語通過寫在紙上或表現(xiàn)在其他物體上傳遞信息，而口語則靠聲音實現(xiàn)交際。除了這些明顯的不同點，口語還有以下特點：首先，口語表達需要特定的語境與確定的對象?？谡Z表達的內(nèi)容、方式甚至使用的詞匯都受語言環(huán)境與對象的制約，有很強的針對性。其次，語法現(xiàn)象比較特殊。人們在口語表達的時候，語速較快，說話人沒有時間對語言進行潤色加工，所以不像書面語那樣有完整的結(jié)構(gòu)和嚴密的語法，具體表現(xiàn)為句子短小，停頓多，省略成分多，重復現(xiàn)象也比較多，還有易位現(xiàn)象多等。第三，詞匯口語化?？谡Z是人們在日常生活中使用的語言形式，所以比較通俗易懂，而且經(jīng)常使用歇后語，語氣詞，象聲詞等，兒化現(xiàn)象也非常普遍。最后是表達手段具有多樣性和獨特性?？谡Z可以借助的表達手段非常豐富，例如語調(diào)、語氣的變化，表情、動作、姿態(tài)、手勢等“態(tài)勢語”的不同，都可以輔助表達復雜的情感。此外還有音高、音速、節(jié)奏等，也具有表情達意的作用。

口語的交際性是指口語交際是聽說雙方的雙向互動的過程。交際性是口語交際的主要特征之一[2]?？谡Z交際本身就是一個傳遞信息的過程，而信息的傳遞需要在特定的情境中進行。交際情境是口語交際行為得以發(fā)生的重要因素，并且情境的變化能夠引發(fā)學生交際動機的改變。情境也是交際雙方在交際過程中能否順利進行下去的重要依據(jù)。情境可以完善交際活動，任何離開具體交際情境的交際行為都是沒有意義的。呈現(xiàn)于課堂的口語交際情境一般可分為真實的課堂情境和類似于現(xiàn)實的生活情境即虛擬的生活情境。當一個同學向老師或同學講故事、談學習心得、訴說某一生活經(jīng)歷時，大家認真傾聽并不時以體態(tài)語或簡短的口語傳達出自己的反饋意見或師生之間、生生之間相互交談，展開討論、辯論時，口語交際行為就產(chǎn)生了[3]。這給我們的口語交際教學的重要啟示就是老師在口語交際教學的時候應(yīng)該把握口語以上特點，并利用以上特點在教學中采取一切可能的方法為學生的口語交際活動創(chuàng)設(shè)交際情境。筆者為此提供以下方面供大家實踐：

一、選題貼近生活，創(chuàng)設(shè)真實情境

《課標》在口語交際教學建議部分明確提出在選擇口語交際話題的時候要努力選擇貼近學生生活的話題，鼓勵他們在各科教學活動及日常生活中鍛煉口語交際能力[4]（P17）。例如于永正老師在教《描述人物外貌，轉(zhuǎn)述通知》口語交際活動的時候，就真正把生活中的場景搬進了課堂。上課鈴響后，于老師沒有直接進教室，而是找一個阿姨走進教室，說是找于老師有事要通知，但是于老師不在，就請同學們幫忙轉(zhuǎn)達通知內(nèi)容。一會兒于老師進來了，同學們就紛紛舉手告訴老師剛有個阿姨找他，然后于老師就因勢利導，讓學生描述剛剛那個阿姨的樣子。[5]（P329-335）這樣一來，于老師就為學生創(chuàng)設(shè)了一個真實的生活交際環(huán)境，不僅給學生的交際提供了具體的場景，而且使學生在不知不覺中鍛煉了口語交際。這樣的口語交際教學也會收到良好的效果。

二、善于抓住時機，創(chuàng)設(shè)比賽情境

《淮北市小學語文“表達類”教學比賽成果展示及“小學語文表達課教學模式研究”課堂匯報》（以下簡稱“課堂匯報”）教研活動中，許蓉老師執(zhí)教的是二年級口語交際《奇妙的動物世界》，在這節(jié)課中許老師就抓住了小孩子愛比賽的心理，成功地組織了課堂活動。首先許老師讓學生看了準備的精美視頻，然后問學生：你看到了什么？又聽到了什么？這個環(huán)節(jié)的設(shè)置意在引導學生體會動物世界的奇妙，激發(fā)他們表達的興趣。接著許老師就讓學生說說自己最喜歡的動物，同桌之間一個說一個聽，說的同學要說清楚，聽的同學要聽仔細。這是在培養(yǎng)學生良好的聽說習慣。最后許老師讓分組交流比賽，首先是組內(nèi)選拔，選出講得最好的同學，然后再組與組之間比賽。這個環(huán)節(jié)的設(shè)置使整個課堂達到了，每個孩子都努力講自己與最愛的動物的故事，而且最大限度地把時間留給了孩子，整個過程都是她們在不停地表達與交流，可以說是高效地進行了口語交際活動。

三、豐富教學資源，創(chuàng)設(shè)虛擬情境

口語交際活動是特定環(huán)境的產(chǎn)物，這種言語活動離開了“特定的環(huán)境”是無法生存的。[6]在教學中，教師可以根據(jù)實際話題的需要，利用多媒體等精心設(shè)計課堂活動，然后讓學生在設(shè)計的情境中進行角色扮演。這樣的角色扮演不僅實現(xiàn)了口語交際的互動性，而且可以激發(fā)學生的表達興趣，增強親臨其境之感，提高交際的主動性。

在上述課堂匯報中，單思敏老師選擇了五年級的口語交際話題“選拔‘文明勸導員’”。首先，單老師就用多媒體為學生播放了自己錄制的一段視頻，畫面中有很多學生擠在校門口的零食攤邊買零食，其中就有他們班的學生沈思宇，同學們看到都笑了。然后單老師就組織學生對沈思宇進行勸說活動，并且在活動中教會學生勸說的方法和技巧。最后讓學生模擬勸說，每個小組自由選擇一種情況運用勸說方法進行模擬勸說。整節(jié)課下來學生發(fā)言都非常積極，爭著勸說沈思宇，真正把自己當成了一名勸導員，可以說在這種模擬情境中不知不覺就掌握了勸說方法，提高了口語交際能力。

四、增加社會實踐，創(chuàng)設(shè)實踐情境

學校及課堂的教育資源總是有限的。李吉林老師的情境教學理論就提倡把孩子帶到生活中去，帶到大自然中去，讓他們在鮮活的交際情境中，自然、有序地訓練語言。[7]把學生帶到特定的生活情境中，也可以增強他們的體驗，進而有效地進行交流。例如，老師可以組織一次學生進果園活動，請有經(jīng)驗的果農(nóng)為他們講解果樹的品種、屬性、特性等，以及如何管理等方面的知識。聽完之后，教師布置明確的交際任務(wù)，當場與同伴進行復述性質(zhì)的講解，然后回到家后向家人口頭轉(zhuǎn)述自己的學習所得，這樣不僅對學生的短時及長時記憶能力有一定的鍛煉，而且有效的鍛煉了學生的轉(zhuǎn)述及講解、描述能力。

口語交際教學的歷史雖然不長，但它在語文教育界引起的關(guān)注度不比任何其他語文教育領(lǐng)域低，而且呈現(xiàn)出越來越熱的研究態(tài)勢，但目前的教學和研究還存在很多問題亟待解決。但是無論是研究者還是一線教學工作者都應(yīng)該首先把握漢語口語的特點，特別是其交際性特點。希望筆者以上研究能對一線教師的口語交際教學有所幫助。

注釋：

[1][美]沃爾特?翁：《口語文化與書面文化――語詞的技術(shù)化》，北京大學出版社，2008年版，第4頁。

[2]孟英：《語文口語交際情趣化教學研究》，重慶師范大學碩士學位論文，2010年。

[3]杜玉萍：《口語交際的特質(zhì)與教學策略》，四川師范大學碩士學位論文，2006年。

[4]中華人民共和國教育部：《全日制義務(wù)教育語文課程標準》（2011年版），北京：北京師范大學出版社，2012年版。

[5]于永正：《描述人物外貌，轉(zhuǎn)述通知》，《于永正語文教學實錄薈萃》，徐州：中國礦業(yè)大學出版社，2005年版。

[6]曹海燕：《情境教學與小學口語交際研究――以鄂爾多斯小學為例》，內(nèi)蒙古師范大學碩士學位論文，2013年。

篇8

關(guān)鍵詞：英語；任務(wù)型教學；語言應(yīng)用

英語是進行交流的世界性語言工具。為此，我國各大高校也逐漸加大了對學生英語語言交際能力的培養(yǎng)，這是未來英語教學的主要趨勢。

一、任務(wù)型教學概述

1.任務(wù)型教學的定義

任務(wù)型教學對于語言教學來說，是一種全新的教學途徑，它打破了傳統(tǒng)的語言教學方式，在教學課堂中更注重實踐等語言能力的培養(yǎng)。在進行任務(wù)型教學時，重點在于“任務(wù)”的設(shè)置，要求教師根據(jù)教學內(nèi)容以及學生的差異性，安排出適合學生的最佳教學活動，增加與學生之間的有效互動。在這種教學形式下，學生不再被動地接受知識，而是參與教學活動，共同思考、討論、交流，同教師一起完成所設(shè)置的學習任務(wù)。這種全新的語言教學方式，將語言實踐化、生活化、真實化，更有利于語言交際能力的提高。

2.任務(wù)型教學的特點

任務(wù)型教學是一種有別于傳統(tǒng)英語教學的新形式，具有自身獨特的特點，主要包括以下幾方面：

（1）任務(wù)型教學最重要的就是“任務(wù)”的設(shè)置，要求教師安排適應(yīng)學生的任務(wù)，學生共同思考、討論、交流，完成學習任務(wù)。

（2）在高校英語任務(wù)型教學課程中，強調(diào)將涉及日常真實生活的內(nèi)容納入語言應(yīng)用教學場景中。貼近生活的內(nèi)容，有助于引起學生的興趣，提高英語交際水平。

（3）任務(wù)型教學過程中，教師要利用常見的素材，為學生提供英語交際的機會。

（4）鼓勵學生在英語任務(wù)型教學課程中，將語言同自身經(jīng)歷充分聯(lián)系起來，作為英語口語應(yīng)用的重要組成部分。

（5）任務(wù)型教學強調(diào)將所學英語語言內(nèi)容同日常生活語言緊密結(jié)合，課堂與課外均成為英語應(yīng)用的場所。

任務(wù)型教學更注重語言的生活化及真實性，更利于英語語言交際能力的培養(yǎng)。

二、任務(wù)型教學課程中的語言應(yīng)用分析

1.設(shè)計口語任務(wù)，加強語言的得體性

英語作為西方交流的主要語言工具，在文化、風俗、習慣等方面都與東方文化存在一定差異。因此，教師在根據(jù)教學目的和內(nèi)容設(shè)計口語任務(wù)時，要重點培養(yǎng)學生的跨文化意識，掌握正確的西方文化，加強英語語言應(yīng)用交流的得體性。

2.創(chuàng)設(shè)真實情境，提高語言的準確性

在高校英語任務(wù)型教學課程中，為了進一步加強英語語言應(yīng)用能力，就需要為學生創(chuàng)設(shè)更多直觀真實的情境，加強學生的口語交際練習，以保證英語語言交流的準確性。教師在教學過程中，利用實物、圖片以及圖表，自身的肢體語言、面部表情等，創(chuàng)設(shè)出直觀具體的情境，如在講解“used to do”和“be used to doing”的不同時，情境展示比純粹的口述效果更好。

3.安排口語活動，增強語言的流利性

在高校英語任務(wù)型教學課堂中，教師要注重口語活動的安排，增加與學生間的交流互動，幫助學生進行口語練習，提高口語的流利性。教師可以通過安排學生自由練習口語，或者可以通過師生間的對話，進行口語練習，例如播放靜音的《動物世界》片段，讓某一學生背對視頻，僅用“yes/no”，提供動物的外形、天敵、生活習性等內(nèi)容，猜出播放的為哪種動物。在沒有預計的對話中，通過信息的調(diào)節(jié)與改變，提高了學生口語的流利性。當然還可以采用填補信息差以及小組協(xié)商等方法來展開口語活動，提高英語語言交際能力。

4.克服口語交際障礙，增強英語交流信心

我國進行的高校英語教學，大多是迎合應(yīng)試教育，在考試中能夠取得高分，卻不能開口將英語，產(chǎn)生英語口語交際障礙。因此，在進行任務(wù)型英語教學過程中，教師要幫助學生克服口語交際障礙，增強其英語交流的信心。為此，教師可以設(shè)計有趣、生活化的學習任務(wù)，吸引學生學習興趣，激發(fā)交際動機，或者考慮學生的差異性，設(shè)計多元化、有梯度的學習任務(wù)，采用分組練習、游戲、比賽、共同討論等方法來建立突破學生英語口語障礙的心理機制，提高其英語應(yīng)用能力。

三、結(jié)語

任務(wù)型教學對于培養(yǎng)、提高學生英語口語交際能力具有重要的作用。為了更好地適應(yīng)國際間的友好溝通交流，提高學生英語交際能力是必要的。因此，各高校進行英語教學時，應(yīng)加大任務(wù)型教學方法的使用，提高學生的英語交際水平。

參考文獻：

[1]龔亞夫，羅少茜.任務(wù)型語言教學[M].北京：人民教育出版社，2003.

[2]盧玉芳.任務(wù)型教學對提高學生語用能力的實踐研究[J].山西：山西農(nóng)業(yè)大學學報（社會科學版），2012，11（10）：1003-1007.

篇9

關(guān)鍵詞：口語交際　勇氣　興趣　評價

隨著社會的發(fā)展，口語表達能力已經(jīng)成為新世紀人才的基本素質(zhì)之一。那么，要想提高口語表達能力，就應(yīng)該從小學開始培養(yǎng)?！墩Z文課程標準》提出：“應(yīng)培養(yǎng)學生傾聽、表達和應(yīng)對的能力，使學生具有文明和諧的進行人際交流的素養(yǎng)?！备鶕?jù)這一標準，論者結(jié)合自己的教學實際，摸索出了一套提高小學生口語交際能力的方法。

一　培養(yǎng)學生敢說的勇氣

論者所在學校地處農(nóng)村，孩子們都來自周圍的村莊，受父輩的影響，他們從小就是用方言土語進行交流；上學后同學之間依舊是用家鄉(xiāng)話溝通，從沒有進行過正規(guī)的普通話訓練。因此，他們上課不敢回答問題，在口語交際課上更是不敢表達，怕不小心溜出口的“土語”被老師、同學嘲笑，因此，課堂氣氛沉悶，學生學習熱情不高。

針對這一現(xiàn)象，論者努力創(chuàng)造貼近生活的情境，鼓勵學生表達。例如，《北京的春節(jié)》一課里講了很多關(guān)于春節(jié)的習俗，結(jié)合本地的風俗，讓學生們嘗試說一說家鄉(xiāng)過春節(jié)和北京有哪些不同。因為這個話題貼近學生實際生活，他們有話可說，所以自我表現(xiàn)的欲望都很強烈，一只只小手舉起來了，一個個爭先恐后的發(fā)言，有些同學還說了自己知道的其他地區(qū)的習俗。

又如，在學習《魯賓孫漂流記》一課時，結(jié)合魯賓孫在荒島上努力求生、克服困難的經(jīng)歷，讓學生們說一說：你們平時是否遇到過困難?你們是如何解決的?如果換成是你，流落到荒島上你是否也具有生存下來的勇氣和方法?假設(shè)讓你只帶一樣東西，到一個渺無人煙的荒島上，你會選擇什么，為什么……孩子們的骨子里都有冒險意識、英雄意識，面對這樣感興趣的話題，他們內(nèi)心深處表達的欲望被調(diào)動起來了，紛紛舉手。一個學生說：“我一定要選擇帶一盒火柴，有了火，不但能燒飯燒菜，還能嚇走野獸……”話音剛落，另一個同學馬上反駁：“我不同意，如果是我單槍匹馬在荒島上生活，我首選一桿槍(帶有足夠的彈藥哦)，因為這樣，我就可以做這個島上的主人，吃獸肉，穿獸皮，吃穿都不成問題……”有個急脾氣的同學來不及等老師點名，自顧自的站起來，發(fā)表他的高見：“你們說的都不理想，依我看，上島最理想的是帶一只威猛無比的藏獒。它通人性，易于差遣，體格健壯，是捕獵能手，不但使主人衣食無憂，而且還是主人的理想伙伴，即使主人睡覺時也不必擔心會受到野獸的偷襲啦?！?/p>

……

就這樣論者經(jīng)常在課堂上給學生提供感興趣的話題，創(chuàng)造表達的機會，同學們口語交際的積極性被調(diào)動起來了。同時，在課下，老師用普通話和他們談心，談生活、學習，讓他們受到普通話的語境，潛移默化受到熏陶，鼓勵同伴之間用普通話交流，養(yǎng)成隨時隨地說普通話的習慣。一段時間下來，孩子們勇氣倍增，他們敢說普通話了，愛說普通話了，喜歡在口語交際課上大膽發(fā)言了，就連班里性格比較內(nèi)向的幾個孩子也有了很大的進步。

二　培養(yǎng)學生口語交際的興趣

《語文課程標準》指出：“口語交際是聽與說的互動過程。教學活動主要應(yīng)在具體的交際情境中進行?！焙⒆觽兏矣谟闷胀ㄔ捊涣髁?，接下來就是培養(yǎng)他們口語交際的興趣，興趣是孩子們最好的老師。怎樣讓孩子們有濃厚的興趣呢?那就是要創(chuàng)設(shè)各種情境。第一，針對所在學校的實際情況，利用學校的多媒體創(chuàng)設(shè)情境。孩子們都喜歡看動畫片，論者便把相關(guān)的內(nèi)容制作成動畫片。設(shè)計一個動畫片的開頭，然后讓孩子們把這個故事補充完整。因為他們感興趣，所以他們的故事也是五花八門，各有特色。這樣，他們的口語交際能力得到很好的鍛煉。第二，針對農(nóng)村孩子的特點――喜歡玩畫片，讓孩子們講一講自己畫片的由來，自己畫片的內(nèi)容。有時讓孩子們把幾張不相關(guān)聯(lián)的畫片放到一起，讓他們講一個小故事。孩子們興趣盎然，勤于動腦，很樂于和大家分享自己的精彩故事，有時候故事的內(nèi)容都讓我大吃一驚。這樣的方法不僅鍛煉了學生的口語表達能力，還發(fā)揮了他們的想象力。第三，用游戲的方法。愛玩是孩子的天性，游戲是他們的最愛，尤其是低年級的學生。針對這一特點，在口語交際課前我經(jīng)常組織孩子們玩一些他們喜聞樂見的小游戲，如貼鼻子、老鷹捉小雞、貼人等，上課時讓他們回憶游戲的情景，說一說游戲的經(jīng)過，有些學生把游戲的過程說的很精彩。第四，創(chuàng)設(shè)生活情境。如我組織學生進行“購物”的口語交際練習。先讓學生回憶自己在商店買東西的情景，想一想自己當時說了些什么，售貨員說了些什么，當時各自是怎樣的表情，然后讓學生們自由結(jié)組進行練習，最后創(chuàng)設(shè)買文具的情境：要開學了，同學們要到商店買一些文具，想一想你會和售貨員說些什么呢?請學生到前面來進行練習。因為這樣的情景學生都遇到過，所以他們都很踴躍，課堂氣氛很活躍。

通過各種情境的創(chuàng)設(shè)，孩子們對口語交際的興趣越來越濃厚，口語表達的能力得到很大的提高。

三　激勵性的評價

篇10

論文關(guān)鍵詞：高中口語交際，教學

 

新頒布的《語文課程標準》指出:“語文是最重要的交際工具，是人類文化的重要組織部分。”因此，在高中語文教學中，學生口語交際能力的培養(yǎng)很有必要，口語交際能力是每個人適應(yīng)現(xiàn)代社會最基本的能力，是未來社會人才發(fā)展的必備條件之一。

然而，因為高考不對口語交際能力進行專門的考核，許多老師和學生對口語交際能力的培養(yǎng)不夠重視。盡管近幾年實施素質(zhì)教育的呼聲一浪高過一浪，語文教學大綱也強調(diào)閱讀、寫作、口語交際三者并重，但是不健全的應(yīng)試教育體制禁錮了人們的觀念，口語交際能力的教學目標只不過是教育決策者、設(shè)計者的一廂情愿，無怪乎有人感慨:“正像我國的飲食文化忽視了營養(yǎng)學一樣，學校教育也忽視了口語課，這不能不說是一個驚人的欠缺。”

要想提升高中生的口語交際能力，可以考慮從以下幾個方面入手：

一、美化教師的語言。

教師的語言潛移默化地影響著學生的口語水平。近年來，國外的一些教育家甚至提出:“要使每一堂課成為言語訓練課。”我國一些優(yōu)秀教育工作者非常重視這一點。斯霞老師曾說:“教師的語言應(yīng)該成為學生的楷模，要使學生學會普通話，說話口齒清楚，咬字正確，聲音響亮，語言完整高中口語交際，簡短扼要，用詞確切，那么，教師自己首先要做到這些。”于漪老師也說:“語文教師帶領(lǐng)學生學習規(guī)范的書面語言，如果自己的口頭語言生動、活潑、優(yōu)美，就能給學生以熏陶，大大提高學習效果。”

語文教師的語言要符合學生的心理，使學生樂于接受，給學生示范性和影響力，必須從以下幾個方面入手:

1．明白流暢。

語文教師要使用標準的普通話，吐字清晰、純潔流暢，要有邏輯性和條理性。語文教師要用淺顯的語言，深入淺出地把知識通俗易懂地表達出來，不使用生僻詞和有歧義的句子，在組織語言時盡量用最簡單明了的句子，讓學生一聽了然，心情舒暢。

2．優(yōu)美生動。

語文教師語言不能太隨意，不能像白開水一樣無味，要在經(jīng)過提煉之后，變得優(yōu)美生動，要讓學生覺得是一種美的享受，并樂在其中，受到教育和感染。

語文教師的語言要優(yōu)美生動，就要多看書，吸取中華民族語言的精華，豐富自己的詞匯。語文教師只有積累了充裕的詞語，才能使語言富于變化，異彩紛呈。學生不會喜歡語言貧乏的教師，更何況是一個語文教師呢?

3．輕松幽默。

前蘇聯(lián)著名教育家斯維特洛夫曾說過:“教育家最主要的，也是第一位的助手是幽默”。作為語文教師，要努力使自己的教學語言輕松幽默。幽默的語言不能格調(diào)低下，滑稽無聊，應(yīng)該是以尊重學生為前提，在帶給學生愉快情緒的同時，讓學生感受到語言的美妙。

幽默的語言要富有啟迪。語文教師的語言要能觸動學生的思維，讓學生思考、思考、再思考，在思考中爆發(fā)出智慧的火花。不能話一落音，就隨風飄散，不留任何痕跡。

二、豐富學生的課外閱讀。

魯迅在《讀書雜談》 里說: “ 愛看書的青年大可以看看本分以外的書，即課外的書，不要只將課內(nèi)的書抱住。 只精不泛則太陋， 只泛不精則太淺。”教師可以和學生一起制定課外閱讀計劃，指導他們進行廣泛的課外閱讀高中口語交際，鼓勵學生充分利用學校閱覽室和圖書館的資源，選好書，讀好書。

針對高中生的年齡特點、認知特點和已有的知識經(jīng)驗可對學生推薦以下書刊：（1）書籍類：①純文學類：如中外文學名著、現(xiàn)當代名家散文集、當代有代表性的中短篇小說集等。②人文社科類：如文藝鑒賞學、美學、心理學等普及性讀物。③人物傳記。（2）報刊類：如《散文》、《美文》、《雜文選刊》、《雜文報》、《中學生閱讀》、《隨筆》、《博覽群書》、《中國青年報》、《報刊文摘》等等。閱讀是一種生命的滋養(yǎng)，學生在閱讀的過程中，積累了豐富的話語資源，思想變得深刻，語言能力會不知不覺地提高。

三、引導學生演講。

2003年的《普通高中語文課程標準(實驗)》明確指出: “學會演講，做到觀點鮮明，材料充分、生動，有說服力和感染力，力求有個性和風度。”在這里，強調(diào)要“學會演講”，我們可以把學會演講定為高中口語交際教學的主要目標核心期刊。

要讓學生學會演講，我們可以采取以下方法和步驟：

1．學習演講范例。

可讓學生觀摩演講錄像，朗讀名人的演講詞，以提高他們對演講的認識，這是學習演講的前提。我國許多著名的革命家，同時又是著名的演說家，他們的演說曾經(jīng)吸引和教育了億萬人民群眾。我們可以找出他們的演說稿加以分析和揣摩，學習他們的成功之處。蘇教版教材中也有很多精彩演講，如馬丁·路德·金的《我有一個夢想》，教師在講授這篇課文時，可讓學生在掌握了有關(guān)演講的一些知識后，反復誦讀，體會作者的內(nèi)心情感，從而悟出口語交際藝術(shù)的真諦。

2．學寫演講詞。

演講詞一般有三個部分組成，開頭、主體、結(jié)尾。開頭部分，要根據(jù)聽眾的情緒、場合的特點，設(shè)計開場白，要在演講之初就抓住聽眾。主體部分是演講稿的核心，這一部分要具體到講那些問題，分幾個層次講。結(jié)尾部分，起著深化主題的作用，有總結(jié)性結(jié)尾、號召性結(jié)尾等等。

教師要引導學生在如何設(shè)計“”部分多花些工夫。

Ⅰ. 走出低谷的頓悟

可以是學生自己的獨特感悟。教師應(yīng)引導學生講出自己認識的“曲線”美。一位學生演講“尋找心中的孤獨”，開始對孤獨的認識是：“孤獨是憂愁的伴侶。”自己在憂愁中徘徊，后來在生活中尋覓、感悟：“孤獨是思想的狂歡，是心靈的獨舞。”“孤獨是一杯剛剛沖飲好的咖啡，需要小口小口地慢慢啜飲，甜蜜中包含著淡淡的苦澀，苦澀之中又蘊藏著悠遠的馨香，那種滋味足可以銘記一生。”把自己的獨特感悟告訴大家，可以引起聽眾的共鳴。

Ⅱ.透過表象的析理。

可以是透過表象的析理。在以“環(huán)保”為主題的演講會上，一位同學先說了環(huán)保對人類的重要高中口語交際，接著講了人類對環(huán)境的破壞，當他講明了不注意環(huán)保的危害后，發(fā)出這樣的呼喊：“朋友們，我們應(yīng)該有這樣一個意識——‘天人合一’；我們應(yīng)明白這樣一個道理——吞噬綠色就是吞噬人類自己；我們應(yīng)該叫響這樣一個口號：綠色就是生產(chǎn)力！讓我們用實際行動保衛(wèi)家園，保衛(wèi)地球，保衛(wèi)我們來之不易的美好生活，還有那象征和平與生命的綠色。”

3.練習演講。

寫好演講稿，不一定就能講好，對于高中生來說，還必須反復練習，才有可能獲得成功。練習演講時先要把演講稿熟記于心，然后拋棄演講稿自由地講說。根據(jù)所表達的思想感情的需要，設(shè)計表達方式，確定語氣、語調(diào)、語速、停頓、重音等，還要對態(tài)勢語進行設(shè)計，確定一些必要的動作、手勢等。

演講時應(yīng)注意的事項：

1.養(yǎng)成良好的臺風：a、整潔的儀表。b、微笑的面容。c、謙和的態(tài)度。d、端正的姿勢。e、悅耳的聲音。

2.演講“卡殼”了，怎么辦？a、不可停頓太久。b、不可重復。c、不要放棄。

當然，提高高中生的口語交際能力，不能局限于課堂，還必須讓學生在生活實踐中進行全方位的鍛煉。我國南北朝時期的文論家劉勰在《文心雕龍》里說過：“操千曲而后曉聲，觀千劍而后識器。”這句話就強調(diào)了實踐的重要性。

總之，高中口語交際教學應(yīng)該如火如荼的展開，提高學生的口語交際能力，是每一個語文教師的天職。

參考文獻：

[3]李海霞.初中語文口語交際教學研究[D]. 河南:河南師范大學, 2006

[4]于漪.談教師的人格魅力[J].小學語文教師.2002年4期

[5]朱瑛.對語文課改走勢的理性把握[J]. 遼寧教育,2006年9期